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Primary Geography 



OF THE STATE OF 



■J ■ 



New Jersey, 



WITH A 



Proposed Course of Study 
For Primarv and Grammar Schools. 





NEWARK, N. J., 

Advertiser Printing Hc'Use, 

1884. 



/ 



li LIBRARY OF CONGRESS. 



Shelf 



i UNITED STATES OF AMERICA. 



Primary Geography 



OF THE STATE OF 



NEW Jersey, 



WITH A 



Proposed Course of Study for Primary 
and Grammar Schools. 



c. e: meleney, a. m., 

^ . Superintendent of Public Schools, Paterson, N. J.. 

..-^ AND 

WM. M..GIFFIN, A.M., 

Principal of Lawrence Street Grammar School, Newark, N. J. 
Author of "How Not to Teach," etc., etc. 



(TEACHEPx'S EDITION.) 



NEWARK, N. J., 

Advertiser Printing House, 

1884. 



1 



.M5/ 



Copyrighted according to Law, 

By C. E. MELENEY and WM. M. GIFFIN, 

In the Year 1884. 



TO THE TEACHER 



Appreciating the demand for something on the subject of local geograpliy, and the need of 
suggestions to those who are trying to teach the child how to study the world in which he lives 
from his own stand-point, the authors have prepared these few pages, in the hope that they may 
be of some assistance in this direction. 

By tliis method, it is not intended to confine the teacher to certain questions whicli must be 
answered in a particular way, but to suggest the line in which the subject may be presented to 
the cliild and the objects of study to which his attention may be called, in order that he may 
store up in his mind the material upon wliich he is to build in the future study of geography. 

This must not lie used simply as a question book in the hands of the teacher, but must be 
iaken and comprehended as a whole, that tlie idea or sjnrit of the plan may l)e realized and thus 
Deeome a thing of growth in the mind of the person using it. 

We assume that each child lives and moves in a little world of his own, which may be 
■ircumscribed by a small circle or by a larger one, as circumstances may have favored him, but 
ffhich is in a degree familiar to him. is within tlie range of his personal observation, is easily 
comprehended, is capable of greater expansion, and abounds with interest. Although these 
jcenes may have become well known, the facts and conditions of things have never become 
conscious to him as objects of study, and the presentation of them to his mind in the i)roper 
ight will afford new delight and furnish the ideas upon which his mind is to grow. 

Within the range of his little horizon can be found almost all the physical features of the 
jreat earth that lies beyond his vision, all the forms of water and the natural phenomena that 
;ake place, forms of vegetable and animal life — people, business, manner of living, and in short 
ill the facts that are necessary for him to know in order to comprehend tlie study of all the 
regions of the earth and the conditions of things as they there exist. 

By leading the child to exercise his observing faculties, his intellect and his reason, in the 
study of the thiiigs around him, he will come to realize that geography is a study of the earth 
uid his relations to it, not merely a collection of facts to be committed to memory from a book. 



To THE Teacher. 



There is no intention on onr part to imply that a text-book on geography is unnecessary. On 
the contrary, a good book is higlily essential when the child has learned how to use it. A proper 
method of teaching will stimulate any child to study all the text-books that can be found on the 
subject. It is not necessary for children to read descriptions of what they can see with their 
own eyes, and it is cultivating mental laziness and imbecility to tell children what they can 
find out by their own activity. Yet, after the mind has learned to acquire information by its 
own exercise, there will have developed a mental freshness and thirst for knowledge that will 
lead it to reach out for information in all the fields where it can be obtained. Instead, therefore, 
of discarding text-books, we recommend that all the good books published be placed within the 
reach of the pupil as soon as he understands how to use them, that he may cull from their pages 
the choicest thoughts they contain. 

However, the method which will yield the best results is that which leads the child to 
discover for himself and learn by observation the facts within his reach. About two years is 
necessary for this introduction to the study of geography. 



THE ORDER OF SUBJECTS. 

Commencing in the school room, the children first consider the subject of place, and the 
jiosition of objects absolutely and relatively. The idea of direction is treated of in the same 
way, leading up to an understanding of the points of the comjjass. The units of measurement 
and distance are also found in the school room. Map-drawing should here be commenced, 
allowing the pupils to draw a plan of the room, not from the teacher's copy, but from what they 
see. The teacher should draw with them, following their suggestions. If a black-hoard on the 
north side of the room be used by the teacher, the pupils will be better able to draw their maps 
according to true direction. The application of distance to map-drawing can be made by 
teaching the children to draw on a certain scale. 

A view from the windows will furnish subjects for lessons ujjon forms of land and water, 
rain, hail, snow; the atmosphere, sky, clouds, wind, sunshine, heat, cold, etc. — all of which may 
be more directly brought to the consciousness of the children by transferring the class at times to 
the school grounds or, if circumstances permit, to neighboring fields. 

Enlarge the area of study by going out into the city or town or village. Here are to be found 
other objects of interest, particuhu-ly relating to people and their connection with all things 
around — business and occupation, the manner of living, the comforts of home and the necessities 
of life. Animal and vegetable life ])resent objects for careful and entertaining study. 



To THE Teacher. 



THE WORLD AS A WHOLE. 

Up to this point tlie pupils have gained tlieir information by personal observation. Now 
their attention is directed to a cousideration of the world as a whole, which they have become 
able to comprehend in consequence of tlieir study of that section witliin tlieir range of view. 
By the use of the globe, a correct idea of the form and motion of the earth is impressed, and a 
general knowledge of the land and water surface, the number, size and relation of the continents 
and oceans is imparted to the pupil. 

Following out the system of analysis, which corresponds with well-established principles of 
education, we next consider oxir continent; then our country and our State — preserving the unity 
of the whole and the connection and dependence of the parts. 

The questions on the State of New Jersey can be answered by reference to a good map, 
upon which is represented the physical features and the water systems. This study may be 
supplemented by the description, which may be read but not memorized. 

EXPRESSION OR REPRODUCTION. 

Tlie natural inclination of the child to make something, either in imitation of what he has 
seen or as a product of his imagination, is too often lost sight of as an educating influence. It 
is a well-known fact that the development of clear ])erception, the formation of perfect mental 
pictures, or accurate ideas of things, is stimulated as much by expression as by impression. The 
(inly test of a clear impression is the expression. The proof of one's knowledge of a form is the 
reproduction of it. It is not enough for a per.son to look at a house to form a perfect idea of it; 
he must be able to describe it in every particular or to draw it perfectly. To realize how 
imperfect our perception often is, it will be interesting to examine a liickory-nut carefully, and 
then make its form from a piece of clay. We venture the statement that very few persons could 
exactly reproduce it without comparing the original with the clay more than once. 

The child's inclination is to reproduce with his hands, in material that is plastic and yields 
easily to the touch; next comes the desire to reiiroduce l>i/ a druicing; but strange as it may 
seem, in this connection, all the eiiorts of teachers have been directed to make the child describe 
('/( langvage, which is the most diificult form of expression, and one which should be developed 
last of all. 

An interpretation of the well-known motto of Pestalozzi, "Things before words," 
comprehends not simply the seeiiuf and knowing things before words, but the making of things 
before the verbal description of them, the reproduction or expression in form by the hand before 



6 To THE Teacher. 



the i-ei)roduction in language. Not only is the intellect strengthened by this expression, but the 
hand also is trained to greater usefulness. The fact should never be lost sight of that the 
reproduction is not the end but simply the means. The cultivation of the intellect is the prime 
object, the dexterity of the fingers is secondary. 

With this important principle of education to guide ixs, it becomes necessary to adopt a 
regnlar system of reproduction of what the child has learned. With tlie aid of the motdding 
fable, all the physical features can be formed in sand and pottery clay. Every child should have 
an opportunity of moulding; he will enjoy it, and he needs it as a part of his training. In 
this introductory work, it is not necessary for the teacher to mould the forms the children have 
already seen. Their impression of known forms is not made more vivid by seeing them 
represented, but by doing it themselves. 

Another method of representing forms in nature is to draw them. Map-drawing, which is 
begun by making simple plans of the room or school, illustrates the certain areas or sections; the 
vertical sections can be represented by profiles or sketches. 

Finally, the pujjils should be led to describe orally and in written language all that they have 
seen, and to put into connected comjiosition answers to questions asked by the teacher. 



PEIMAET GEOGRAPHY 



T 



THE SCHOOL ROOM. 



Where are we now ? (In our school room.) 
.Wliere is oiir school room? How many walls 
has it? Point to the front wall. The back 
wall. The left. The right. What direction 
is the teacher's table from where you sit? On 
which side of the room is the clock? What is 
above you? beneath? 

Cardinal Points.— Point to the place where 
the sun rises. What do we call that direction? 
Point to the East with your right hand. Point 
in the opjiosite direction with your left hand. 
What direction is that ? What direction are 
you facing? What direction is behind you? 
Name something in the room that is north of 
you; south, east, west. 

(Teacher surrounds herself with a chair, desk, 
boy, and girl.) Who is north of me? What 
is east of me? Who is south? What is west? 
(Explain to tlie class that they have been bound- 
ing you: that is, telling by what you arc sur- 
rounded.) Wiiat is this in my hand? (A slate.) 
What is in the center of the slate? (A bell.) 
With what am I surrounding the bell ? (With 
a knife, pencil, key, and penholder.) You may 
now bound the bell. (" The bell is bounded on 
the north by the knife, on the east by the pen- 
cil, on the south by the key, on the west by the 
penholder.") What have I done now? (You 
have turned the slate one-fourth around.) You 
may bound the bell now. (On the north by 
penholder, east by the knife, south by the pen- 
cil, west by the key.) (Turn it one-fourth 
again, and call on some pupil to bound it; after 
which ask such questions as the following:) 



Intermediate Points. — Name something 
in the northern part of the room, in the southern 
part, in the eastern, in the western; between 
nortli and east. What do we call that direc- 
tion ? Name somethilig between north and 
west? What do we call that direction ? Be- 
tween south and east? What do we call that 
direction ? Between south and west ? What 
do we call that direction? Name something 
more that is in northeast part of the room, 
southeast part, northwest part, southwest part. 

Distance. — How- many inches long is your 
slate? How long is your desk? How many 
feet long is the room? How wide? How high? 
How Uu-ge are the windows? How long is the 
room from east to west? From north to south? 

Drawing^. — The teacher draw on the black- 
board (using the north side of the room, if 
possible), and dictate w'hile the children draw 
on their slates a plan of the room, marking the 
sides North, South, East and West, 

The Hall. 
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The Boys' Yard. 



Primary Geography of New Jersey. 



Boundaries. — WluU is north of your room? 
(The hall.) Write "The hall" on" the north 
side of your plan. What is east? (.Miss A\s 
room.) Write it on tlie east side of your plan. 
What is south? (The boy.s' yard.) Write it. 
On which side of the room is the hall? The 
clothes room ? iliss A's room ? Tlie girls' yard ? 
Bound your room. In what direction do the 
desks extend? In wliich direction is the room 
the longer, north and soutli, or east and west? 

SCHOOL BUILDING. 

In what direction docs the school building 
face? Which direction is it longest? How long 
is it? How wide? How high? How many 
stories liigh is it? How many rooms are there 
on the first floor? In what part of the build- 
ing is this room ? 

Note — The teaclier should now draw a plan of the 
school building on a blacklioard (on the north .side of 
room if possible), allowini; the cliildren to direct her or 
dictate what they can of it. 

Tell me what to write here (pointing to the 

north side of plan), here, (so on all sides.) 

Bound the school building? 

SCHOOL GROUNDS. 

What street is near the front of the building? 
In what direction does the street extend? Which 
way are the school gnuinds the longest? How 
long are they from north to south? from east 
to west? 

Note — Let some boys measure the jri-ouiuls, noting the 
number of yards and rods: the idea of a lod should be 
well impressed. Other distances along the street can then 
be estimated. 

In what i)art of the grounds is the building? 
In what part is the boys" yard, the girls' yard, 
the grass plot? How large are each of .these? 
Draw a map of the school grounds. Name the 
different i)arts and the property that adjoins. 
Bound the school ))roperty. Name the streets 
that surround the block or square upon which 
the scliool stands. Are tlie grounds level or 



sloping? In what direction do they slope? 
When it rains, where does the water run? What 
becomes of the water that falls on the roof? 
What part of the land docs water always seek? 
Soil. — What kind of earth is in the street? 
Why should it be so hard? AVhat kind of 
earth is in the play grounds? What kind of 
soil is in the front yard? Why does the grass 
grow here? Why does it not grow on the street 
or in the boys' yard? Why do the flowers grow 
in the front yard? What kind of soil is neces- 
sary, then, for the growtii of grass and flowers? 
Would they grow well if the children should 
play in the front yard? How should we care 
for flowers? Have you flower gardens at home? 
Why do we have to water the flowers? What 
would be necessary for us to do to make the 
play grounds a flower garden? 

TOWN, VILLAGE OR CITY. 

Name the streets near the school ground. In 
what direction do the different streets extend? 
In what direction is your home from school, 
the church or churches, the post ofiice, the 
court house, the market, the city hall, the depot? 
How far is each from the school? How far is 
one end of the city or town from the other? 
(East and west, and north and south.) What 
building or street is one mile from the school? 
How long would it take you to walk there? 
How far can you walk in ten minutes? Bound 
the city (or town). Draw a map of it. Into 
what is the city divided? How many wards 
are there in the city? In which do you live? 
In what part of the city is it? 

Map. — Draw a map of your ward. Bound it. 
In what part of the ward is your school? Name 
an im))ortant street in your ward. Name other 
important streets. Name an important building 
in the ward. Name other important buildings. 
Why is each important? 

Surface. — What is this in my hand? (a 
slate). How am I holding it? (level). What is 



Primary Geography of New Jersey. 



in the centre of it? (some water). How is the 
shite tipi)ing or slojiiiig now? (toward the 
north). In what direction does the water rnn? 
(toward the north). How now? (toward tlie 
sonth). How now? And now? Can water 
How in any direction? How will it always flow? 
(In the direction of the slope.) 

As you go from your school is the land level 
or hilly? In what direction is it uji hill? In 
what direction is it down hill? In what direc- 
tion does the land slope? Then, when it rains 
in what direction will the water run? 

Water. — Is there a pond in the city? Where? 
A lake? How does the water get out of the 
lake or pond? Is there a river? What direc- 
tion is down tlie river? What are the sides of 
the river? Which is the right liank, the left 
bank? Into what does the river flow? Where 
is there a bay, an ocean, an island, a cape, a 
peninsula? How many have ever seen the 
ocean? How many have ever been bathing in 
it? Did you taste the water? How did it taste? 
What kind of water is in the pond and lake? 

Air and Moisture.— What do we breathe? 
Wiiat is air called when it is in motion? When 
it is cold? "When hot? What effect has the 
sun upon it? W^hat do we see rising from the 
buildings and fences on a fine day after a rain? 
What are cloirds? Why does rain fall? Where 
does the water on the earth go? What is 
snow, hail? What is a spring, a well, a brook, 
a river? WJiat is climate? 

Homes and Business.— In what part of 
the city are the most dwellings? Which are the 
j)rineipal business streets? What kind of goods 
are sold in these stores? What is a hat store, 
a grocery store, a drug store, a dry goods store, 
etc., etc. Where do the different things sold in 
these stores come from? Name some made in 
the city. Name some that were imported or 
brought from other places. How were they 
brought here? Name and l;icate some factories. 
What do thev manufacture there? 



Note. — TIic children should be encouraged to make 
coUcftidi.s ol' niaiiufiictured goods, which can be iirraiiged 
in cabinets about the school. 

Where are there railroads, canals, parks, 
wharves? Do vessels or steamers come to the 
wharves? Why? What business is carried on 
by means of them? What do they bring or 
take away? 

Travel. — How do people travel from here to 
other jilaces? Where are ferryboats used? How 
do trains cross rivers? What kind of cars are 
used in the streets? How are they moved? 

Government. — What is the highest official 
of a city called? Who is mayor of our city? 
What are his duties? Who makes him mayor? 
How? Can you vote? Why? What must a 
man be to be a voter? How long must he have 
lived in the city? In the ward? "What is reg- 
ister day? Why do people have to register: 
How often does the city have an election? 
What officers do they elect? 

Common Council. — What are the duties of 
an alderman? For how long is he elected? 
How many are elected each year? How many 
aldermen in the Common Council? What are 
they sometimes called? (City fathers.) Who 
was the " father of our country? "' Name some 
aldermen you know or have heard about? Who 
are the aldermen of this ward? Who is presi- 
dent of the Common Council this year? Where 
does the Council hold its meetings ? What 
officers does the Council appoint? AVhom does 
the mayor appoint? Name the officers whose 
offices are in the City Hall. What is the duty 
of each? 

Board of Education. — How many members 
in the Board of Education? When are they 
elected? How many each year? For how long 
is each elected? What do they do for the 
schools? What are they called? Name a com- 
missioner you know. Who are the commission- 
ers in this ward? Who is the president of the 
Board this year? What officers does the Board 



10 



Primary Geography of New Jersey. 



elect? 
year? 



Whicli on 



the 



Who is Superintendent of Schools this 
Secretary of tlic Board? Wliat is the 
duty of each? 

Farming-.— In what part of the city or town 
are the people employed in gardening? Name 
some of the vegetables raised there? Where are 
they taken to be sold? In what part of the 
year are the seeds sown? What care has to be 
taken to secure a good croj)? How long does it 
take these vegetables to grow? Name the differ- 
ent kinds of fruits and berries raised in the 
city? What fruits are brought from other 
places? Which grow on trees? 
bushes? What on vines? 

Vegetation. — Why are there trees in 
parks, and along the streets? Name some of 
the different kinds of shade trees? Name some 
fruit trees that grow in the city? Of what use 
are the trees that grow in the woods? Wliat 
trees make good lumber? What trees yield 
bark for tanning? What trees are only used 
for fire wood? What kinds of grain are raised 
in the fields? How is hay made? When is 
haying time? 

Animals. — What are domestic animals? 
Name some you have seen that are pets? 
Name those that are beasts of burden. Those 
raised for food. Those raised for clothing. 
Those raised for their eggs. What are wild 
animals? Name some wild animals that are 
used for food. Those that are caught for their 
fur. Those caught for their plumage. Name 
same destructive beasts. Some birds of jirey. 
Upon what does each animal you have named 
feed? AVhcre is the food raised? 

THE COUNTY. 
In what countv do vou live? What counties 



border on it? Are there any rivers, bays, oceans 
or mountains to separate it from any other? 
What is a natural boundary? What is an arti- 
ficial boundary ? In which direction is the 
county longest? About how many miles long is 
it? How wide? Is the county level? Are there 
any mountains? What direction do the moun- 
tains extend? Name them. How high are they? 
Are they in a chain or in separate ])eaks? What 
direction does the land slope? How do you 
know? Are there rivers, lakes or other bodies of 
water in the county? Name and describe them? 
Are the rivers slow or rapid? Wliy? Of what 
use are they? Are there mills and factories on 
them? Do vessels sail on them? Why? In 
what part of the county are there woodlands or 
forests? Where quarries or mines? Where the 
best farms? Where pasture lands ? Are there 
marshes? What is raised on marsh land? 
What do people in the country do with the 
farm products? What do they buy in the 
stores ? What articles are traded '■' Name all 
the farm products you know of? What is the 
county seat ? Name the largest town or city in 
the county. Name the other large cities or 
towns. What railroad or canals cross the 
county? What public institutions in the coun- 
ty? What important schools ? W^h at rivers in 
the county? 

State.— What is the name of the jdiice in 
which you live? In what county is it? In what 
State? In what country? In what part of the 
county is it? In what part of the State is the 
county? In what part of the country is the 
State? What is the capital or county-seat of 
our county? Of our State? Of our country? 
Locate each. 



NEW JERSEY 



DESCRIPTIVE. 



You have been studying the geography of 
your own town or city and the county in which 
you live. You have taken many a walk out 
into the green fields, where the farmers woi-k 
preparing the fertile soil for the seeds, which 
grow and bear fruit, and which yield other vege- 
table productions. You have seen, handled and 
eaten many of these productions. Y^ou have 
climbed the hills — clambei'ed over the rocks, 
waded the streams and sailed upon the ponds. 
Everywhere you have seen the different forms of 
land and water that the county includes. These 
you have talked about with your teacher, you 
have drawn with your pencil — possibly you have 
moulded in sand — and you have described them 
in your compositions. 

If you live in the city you have learned the 
names of the streets, the imjjortant buildings, 
the railroads and canals. Yoix know the direc- 
tions and distances in the city. You have 
learned how to purchase articles at the stores 
and how peoi)le carry on trade. Many of you 
have visited factories where men make leather, 
harness, shoes, trunks, satchels, hats, silk goods, 
thread, clothing, furniture, carpets, hardware, 
knives, scissors, machinery, locomotives, bridges, 
and many other articles of manufacture. Per- 
haps you have brought to school many samples 
of manufactured goods or pictures illustrating 
them. You have seen how they were made and 
learned their use. In all this you have been 
leai'ning to see things for yourself, to stow away 
in your mind useful information which will 
furnish vou material to think about. 



All that you have seen and much more, may 
be found in otlier cities and counties. The 
business that you see so many people engaged 
in occupies many more people in other cities 
that you have never visited. There are other 
places with beautiful fields, pleasant groves, 
sloping hills, rugged rocks, thick forests, cool 
springs, quiet ponds, rippling brooks, where it 
would Ije delightful to make excursions. There 
are broader plains, higher hills, more rugged 
and lofty mountains, larger lakes, more pow- 
erful and decjier rivers, greater bays, channels, 
islands, peninsulas, and all the forms of land 
and water, way beyond our county, that we 
may some time visit but cannot expect to see 
without traveling some distance. Yet you can 
imagine what they are like, because you have 
seen tliose that are near your iiomc. When you 
learn about new places think of those you 
already know, and picture to yourself the new 
scenes by comparing them with those that are 
familiar. 

Now we are })repared for a broader view; we 
are ready to journey in our imagination over a 
wider country and study other scenes. 

The State of New Jersey, in which we live, 
is only a small ])art of our country, which ex- 
lends fl-om the great Atlantic ocean on the East 
to the far Pacific on the West. The United 
States is the most important part of the conti- 
nent of North America, which you have already 
learned is one of the great land masses that help 
to make up the surface of the earth. 



V2 



Primary Geography of New Jerseys 



THE WORLD AS A WHOLE. 
What is this in my hand? (A globe.) Who 
can tell me what it represents? Why is it in 
this shape? Then what is the shape of the 
eartli? What do these different colors on the 
globe represent? Of what is the surface of the 
earth composed? What does this represent? 
(pointing to land) and this? Which covers most 
of the surface, land or water? How much more 
of one than the other? How many divisions 'of 
land are in this group? How many in this 
group? What is the name of this division of 
land? of this? etc. What is the name of this 
division of water? 

On which division of land do we live? How 
docs it compare in shape with the continent 
South of it? How with reference to size? 
Which has the most regular coast or outline? 
Which has the most mountains ? Rivers ? 
Which world is this called? Why is it called 
the New World? Whicli has the greater num- 
ber of continents, the New or the Old World? 
Which continent of the Old World is the largest? 
Which most nearly resembles in shape the New 
World continents? Which has the greatest 
number of islands? Where are the greatest 
number of islands in the New World ? 

On whicli side of North America is the largest 
ocean V What ocean is east of North America ? 
What north? What south of South America? 
What ocean in the Old World not connected 
with the New World;' What is the Eastern 
Hemisjjhere? What couftitutes the Western 
Heniisi)liere? Wluit is the general shape of the 
continents ? 

North America. — Which coast of North 
America is must regular? What causes the ir- 
regularity of the northern coast ? What causes 
the irregularity of the eastern coast ? In what 
part are the most mountains? Where are the 
low lands? What large river flows through the 
central plain ? AVhat system has a chain of 
great lakes ? Is North America longest from 



east to west or from north to south ? At 
what point is it narrowest? At what point the 
widest? 

The United States.- Into how many 
countries is North America divided? Name 
them. In which do we live ? In what part of 
our country? What country north of it? 
What ocean east? What gulf and country 
south? Of what ocean is this gulf a part? 
What ocean west? Where are the most moun- 
tains? What mountains are in the Eastern 
part? What river flows through the central 
plain ? How many States in the United States? 
What name is given to the States along the 
Atlantic coast ? How many States comprise 
the North Atlantic States? Why are the States 
of this group called the Middle Atlantic States? 
What is the name of the group south of our 
states ? AVhat is the name of the state in which 

we live ? 

NEW JERSEY. 

In what part of the United States is New 
Jersey ? What state north of New Jersey, west, 
southwest? AVhat is east of it? How long is 
the state from north to south? (16? miles.) 
AVhat is the average width? (50 miles.) Which 
pait of the state extends farther to the west? 
AVhat is the general direction of the coast line ? 
AA'hat separates New Jersey from Pennsylvania, 
from Delaware? AVhy are these sides so ir- 
regular? Are there any other natural bound- 
aries? Is the northern boundary regular or 
irregular? AA^hy? (It was made by men.) In 
what direction does it extend? How many 
important bends in the Delaware River? Name 
the different directions in which it flows. Into 
what does it flow? Of what large body of water 
is this bay a part? AVhat large bays on the 
east side of New Jersey? AVhat important 
island near the coast of New Jersey? AA'hat 
capes jiroject from the coast. Where is the 
most important cape? Locate Sandy Hook. 
What kind of land is Sandy Hook? AVhat 




■/;:{y' LoiiiritiicK- Ka^t a fi..ii> Washiii-t. 



vrM & L\... Ci.si . ^. Y, 



Primary Geography of New Jersey. 



13 



vind has all (he coast of New Jersey south of 
^aiidy Hook ? How does it differ from that 
lart north of Newark Bay? How are the 
)aiiks of the Dehiware River like tlie banks of 
-he Hudson? What kind of land borders the 
[Delaware River and Bay soutli of Trenton ? 

Surface. — Where are the high lands of New 
Fersey ? The low lands ? Which covers the 
iiost surface ? In what direction does the land 
ilope ? What chain of mountains extends across 
:,he northern part? Locate the Blue Mountains, 
;he First Mountain, Second Mountain. Water 
j-ap. How high are the mountains at Water 
Sap? (1,479 feet.) Locate Hamburg Moun- 
tains, Palisades. For what are the Palisades 
noted ? 

Drainage. — Into what waters do the rivers 
md streams of the northeast part of the State 
How? Those of the northwest? What water- 
shed separates these two groups of rivers? 
[n what direction do each of them flow? Why? 
Which are the most crooked rivers in the north- 
ern part of the state ? Why are they so wind- 
ing? Into what do the rivers of the south-, 
eastern part flow? The southwestern part? 
[f the ocean were to overflow New Jersey, which 
part would be covered last ? Why ? How does 
;he watershed that separates these two groups 
lifEer from that of the northern part ? Which 
fi'Oup is best adapted for turning machinery ? 
Why? Why are the southern rivers slower 
;han the northern rivers ? Locate Greenwood 
Lake, Lake Hopatcong, Hackensack River, 
Passaic River, Raritan, Atsion, Great Egg 
Harbor, Maurice, Raucocus, Musconetcong. 
Which of these flow into Newark Bay? Dela- 
ware Bay ? Raritan Bay? Into what waters do 
,he others flow ? What two rivers are the most 
mportant ? 

Counties. — How many counties in the State ? 
Mame them. Which is the most northern, 
iiost eastern, southern, western? Which are 
nland? Wliich border on the Atlantic, on 



Delaware Bay, Delaware River, Hudson River? 
Which are most mountainous? Through which 
does the ilorris t'analjiass? Delaware and Rari- 
tan Canal.' AVhich county is the largest, 
which the smallest '.' 

Cities and Boroug-lis.— What and where is 
the capital, the metropolis ? Locate Jersey 
City, Paterson, Camden, Hoboken, Elizabeth, 
New Brunswick. Orange. Morristown, Rahway, 
Phillipsburg, Belvidere, Clinton, Frenchtown, 
Hackettstown, Hightstown, Irvington, Passaic, 
Washington, Woodbury. 

Watering Places. — Locate Long Branch, 
Ocean Grove, Point Pleasant, Tom's River, At- 
lantic City, Cape May City. 

Government. — Who is the higdiest officer in 
the state ? \\'ho is Governor now? For how 
long is" he elected? Where is his office? What 
is the capital of our state? What do they do 
there? Who make the laws? How many de- 
partments are there? How do they make a law? 
For how long is a Senator elected? For how 
long is an Assemblyman elected? How many 
members in the Senate? In the Assembly? 
Name a Senator you have heaid about. An 
Assemblyman. 

DESCRIPTIVE. 

Situation. Form and Extent. — New Jer- 
sey is situated on the shore of the Atlantic 
Ocean in the northeastern part of the LTnited 
States — one of the group known as the Middle 
Atlantic States. There are three groups bor- 
dering on the Atlantic, distinguished by their 
situation as the North Atlantic, the Middle 
Atlantic and the South Atlantic. So you see 
why the group in which New Jersey is has been 
so named. This state was many years ago a 
part of New York State, but at one time the 
people had a line surveyed from the bend in the 
Delaware River, where Port Jervis now is, to 
the Hudson River in a southeasterly direction, 
thus separating the two states. This line is an 



u 



Primary Geography of New Jersey. 



artificial bonndarv; the Delaware Kiver forms a 
natural iMuiidary between New Jersey and 
Pennsylvania, and the Delaware Bay divides it 
from the state of Delaware. You see that our 
state is very irregular in shape, being 169 miles 
long from north to south, and about .50 miles 
wide, tliough at the ^larrowest part it is only 
about 30 miles wide. 

Surface. — If we shox^ld draw u line aci'oss 
the narrowest part, we would divide the state 
into two sections, which are sometimes distin- 
guished as North Jersey and South Jersey, and 
which are very unlike in surface. North Jer- 
sey is crossed by the system of mountains that 
extends through the eastern part of our country, 
named the Appalachian system, which makes 
this portion of the state hilly and mountainous. 
These ridges of monnlaiiis extend in u nortli- 
easterly and southwesterly direction, and are 
separated by licautiful A'alleys. 

Starting at tlie Hudson river we find the 
Palisades, a high wall of almost perpendicular 
rock, rising directly from the edge of the river. 
This ridge, on the west, aliruptly slopes down 
to the valley through which the Hackensack 
and the Passaic Rivers flow. Crossing these we 
come to the First Mountain, then across a nar- 
row valley to the Second Mountain. We again 
cross the Passaic River and travel westward 
througli the red sandstone valley, gradually 
ascending until we come to the most eastern 
range of the Appalachian system, the High- 
land Range, which being broken receives differ- 
ent names — Bear Foot and Plamburg in the 
nortli, Schoolcy's and Wallkill in the centre, 
and Musconetcong Mountains in the south. 
In the valley between tlicsc ridges lies the 
Musconetcong River, which rises in that charm- 
ing sheet of water so much visited in the 
summer. Lake Hopatcong. West of tlie High- 
land Range lies the Kittatinny valle}', a beauti- 
ful country, well watered l)y many streams and 
broken by rolling hills. 



We now come to the most western, range, 
called the Blue Ridge, which, like the Palisades 
on the east, stretches down from New York, 
forming a wall on the very border of the state. 
The Delaware River has cut its way directly 
through this range, leaving high promontories 
on lioth sides of the river. This wonderful 
break in the mountains is called Delaware 
Water Gap, and is a beautiful place to visit in 
summer. Some of these mountains are 1,200 
feet high, and the highest point of the Blue 
Ridge is 1,800 feet high. By examining the 
map you will see how the ranges of mountains 
extend in parallel ridges, and how the valleys 
lie between them. 

South Jersey is very low and level. It is a 
part of the Atlantic plain. The great waves of 
the ocean have made a sandy beach all along 
tlie coast from Sandy Hook to Cape May. These 
lieaciies are mostly islands of sand, inclosing 
salt water lakes, or lagoons, as they are called. 
Examine the map once more and yoit will see 
how the water of the ocean gets in behind the / 
islands and iiows iip the slow rivers, making 
a kind of "tide-water region." This action of 
the tide has made the salt marshes which border 
the rivers and the lagoons, and which are cov- 
ered with a very coarse, tall grass. The land, 
which is sandy and stony, slopes back toward 
the centre of the state, and then gradually 
becomes lower again toward the Delaware. 
There are no elevations except Navei^ink High- 
lands, situated near Sandy Hook. 

Rivers and Lakes.— In studying the sur- 
face you noticed that each part of the state 
had two slopes. In the North the Highland 
Range forms a water-shed, so that the most im- 
portant rivers wind around the mountains and 
flow i.ito Newark and Raritan Bays, while the 
streams west of the Highland Range have to find 
their way to the Delaware between tlie ridges, 
in a southwesterly direction. In the South it is 
diffiQixlt to see why the rivers flow in either 



Primary Geography of New Jersey. 



15 



direction, or what there is to direct them in 
their course. Yet you notice tliat some flow 
east into tlie ocean and others westerly into the 
Delaware. Tims there are four groups of rivers, 
two in the ^'orth coining swiftly down from the 
mountains, furnishing e.xcellent water power; 
the one group reaching the ocean, including the 
Ilackensack. Passaic, Railway and Raritan; the 
other group, tributaries of the Delaware, the 
Musconetcong and Paulin's Kill; two in the 
south: the first, including At.sion and Great 
Egg Harbor, flowing into the ocean, and the 
second, including Maurice and Rancocus, flow- 
ing into the Delaware bay or river. 

Lake Hopatcong and Greenwood Lake lie 
nestled among the mountains and are favorite 
resorts. 

Mines and Quarries.— In the Highlands 
of Xew Jersey are very valualile iron and zinc 
mines. In traveling through tiie mountainous 
counties, we notice extensive ([uarries of slate, 
which is used for 'roofing houses; flagging 
stones, used in our cities for sidewalks; granite, 
used to pave the streets and for buildings; sand- 
stone, also for buildings; limestone, which, 
when burned in kilns, is used to make mortar. 
In the low counties, near Trenton and Amboy, 
there are extensive beds of clay, used for making 
bricks, pottery and earthenware. There are 
also beds of marl, a kind of clay that is used to 
make the ground fertile. 

Soil and Cultivation.— While the moun- 
tain ridges furnisli the building material for our 
homes, factories and streets, the valleys that lie 
between them yield us abundant food for our 
tables. In the northern part, the soil is soft 
and very fertile, and chiefly cultivated for 
markec gardening, whei-e are raised all our 
ciioice fruits and vegtables. In the Sandstone 
and Kittatiiiny valleys, excellent fruit is raised, 
and much of tiie rolling land furnishes abun- 
dant pastures for cattle. In the Delaware 
vallev the soil is well tilled by using marl, and 



yields rich products. In the southeastern por- 
tion the soil is not so productive, hut great 
quantities of cranberries are raised. 

Forests. — In tlie counties of South Jersey 
and in the .mountainous tracts in the iiortli are 
extensive forests. 

Climate and Productions.— The climate 
of New Jersey is temperate and in the south is 
quite mild. On this account we raise great 
quantities of early fruits and vegtables, includ- 
ing all the kinds of berries, melons, pears, ajiples, 
peaches, plums, gra]jes. tomatoes, potatoes, 
sweet potatoes and other products, which are 
readily sold in the large cities of the state and 
in New York and Philadelphia. 

Occupations. — You see that a great many 
people are engaged in farming, which is one of 
the chief occupations. Others are busy in the 
mines and quarries. Many who live near the 
coast engage in fishing for shad, blue-fish, 
oysters, etc. Still more are very busily engaged in 
manufacturing. Newark employs a great many 
people making leather, shoes, harness, trunks, 
hats, clothing, furniture, sewing thread, silk, 
sewing machines, engines and machinery. 
Paterson manufactures many kinds of goods, 
but especially paper, silk goods, machinery and 
locomotives. Elizabeth is largely engaged in 
manufacturing, chiefly sewing machines. Tren- 
ton has iron works, zinc works, potteries and 
crockery, paper mills, etc. So you see that the 
people are employed very actively in manufac- 
turing. , 

Commerce — Is carried on chiefly in Jersey 
City, where are the eastern depots of several 
important railroads, the Morris Canal, and the 
starting point for several European steamship 
lines. There are not many good harbors on the 
New Jersey coast, but some commerce is carried 
on at Newark, Elizabeth, Amboy, Camden, and 
Trenton. Two important canals cross the 
state, one, connecting the Delaware with the 
Hudson, from Phillipsburg to Jersey City, the 



16 



Primary Geography of New Jersey. 



other, connecting the Delaware with the Raritan, 
from Bordeiitown to New Brunswick, which 
convey freight across the State. There are a 
great many important railroads crossing New 
Jersey in all directions, of which we will learn 
when studying about the counties. 

History. — Per]Ki|)s you would like to know 
something about the peoj)le who lived here a 
long time ago. When we look at a relief map, 
such as ar^,' found in any good geography, wc see 
the mountains, rivers, lakes and the other fea- 
tures we have been studying, but we can see no 
people, nor houses, nor cities, nor steamers, nor 
railroads, and it looks like a very unpleasant 
place to live. The mountains and the rivers 
have always l^een there, but what are now 
fertile fields and thriving places were once deep, 
dark forests or uncultivated plains, where no 
people lived except some Indians, who were not 
such people as we are. I think perhajjs the 
country then looked very much like tliese maps. 
But now everything is changed. Let us see how 
it all came about. 

The Dutch. — Almost three hundred years ago, 
Henry Hudson, an English sea cajjtain, who was 
sailing a vessel owned by some merchants in 
Holland, sailed into New York Bay and slowly 
continued up the river. The Indians were much 
surprised to see his sliip and jjaddled out in 
their canoes to find out what it was. They had 
never seen a shij) before, and thought it must be 
a gi-eat bird with white wings. Hudson found 
out what a beautiful country he had discovered 
and that no white iico})lc had ever been there 
before, so he took possession of the country and 
sailed back to Holland to tell the merchants 
what he found. Very soon a great many Dutch 
people left their homes in Holland and made 
settlements in the new country, some on the 
New York side of the river and others on this 
side. 

The English. — By and by the English came 
over and settled in New York and also in New 



Jersey. Elizabeth was the first English settle- 
ment, and two years later some people came 
from New England and founded Newark. 

Quaker.^. — Some Quakers made homes for 
themselves in the western part of the state, and 
the new places grew very fast. The King of 
England gave all this land to two men, one of 
whom had been Governor of the Island of Jer- 
sey, which is situated in the English Channel, 
who named the country New Jersey. The 
English quarreled with the Dutch, and after 
awhile all the land came into the possession of 
the English. 

Oppression. — About a hundred years later 
the English Government began to make very 
hard laws for the people of our country and to 
tax them very heavily, so that the colonies had 
to resist and commence war against the English 
Government. Of course, the people of New 
Jersey united with the other colonies, and 
fought very hard to gain their freedom from 
injustice. During the war, which lasted over 
six years, many fierce battles were fought in 
our State. The most important were the bat- 
tles of Trenton, Princeton and Monmouth, where 
General George Washington commanded the 
Americans and defeated the English forces. 

After the Revolution the towns and cities 
grew very fast. People came from Germany, 
from England, from Scotland, from Ireland 
and from many other countries of Euroj)e, so 
that now about one-fourth of the people are 
foreigners. 

While the State has been growing, the people 
have given a great cteal of attention to the edu- 
cation of the children. Scliools have existed 
wherever there have been people, and tlie advan- 
tages were never better than they are now. 
Besides Primary, Grammar and High Schools, 
there is a State Normal School at Trenton, and 
City Normal Schools in Newark, Paterson, and 
other cities. There are colleges at Princeton, 
New Brunswick, Orange, Burlington and Bor- 



Primary Geography of New JerseIY. 



17 



dentown. Scientific Institutes and Theological 
Seminaries in Hoboken, Princeton, New Bruns- 
wick, Madison, Bloonificld, Hackettstown, Pen- 
nington and Bridgeton, besides many jn-ivate 
schools and academies throughout the state. 

IMPORTANT CITIES. 

Newark, tlie largest city in the State, is in 
Essex County, on the Passaic River. Its popu- 
lation is about 140,000. It is nine miles from 
New York City, with which it has communica- 
tion by many railroads and steamboats. More 
than 130 trains run daily between Newark and 
New York. In 18.30 the population of the 
city was 10,950. The rapid growth of New- 
ark is chiefly owing to its mamifactures, 
for which it has a national reputation. Some 
of the manufactures are trunks, machinery, 
castings, jewelry, leather, boots, shoes, saddles, 
harness, hats, caps, silk, sewing machines, sew- 
ing thread and celluloid. The city is regu- 
larly laid out. with wide, straight streets, in- 
tersecting one another mostly at right angles. 
It contains a public library of 23,000 volumes. 
The schools of Newark are among the first of 
the country, there being annually appropriated 
about $270,000 for them. Tliere are between 
one and two hundred churches in the city. 

Jersey City is in Hudson County, on the 
right bank of the Hudson River, opposite New 
York City, with which constant communication 
is had by five ferries. The population of the 
city is nearly 120,000. It is the terminus of the 
Red Star line of steamships to Europe. It is 
also the terminus of twelve dillei'ent lines of 
railroad and the Morris Canal. There are many 
manufacturing establishments in the city, viz.: 
gla'ss works, crucible works, steel works, foun- 
dries, machine shops, boiler works, locomotive 
and railroad supjily manufactories, sugar refin- 
eries, zinc works, breweries, planing mills, 
potteries, fire-works, chemical works, lead- 
pencils, candles, soap, hydrants, rubber goods. 



castor and linseed oil, copperware, oaknm, 
chains, spikes, etc. The mints of Europe, as 
well as those of the United States, obtain their 
crucibles from the works of Jersey City. The 
schools of the city deserve favorable mention. 

Paterson is in, Passaic County, on the Pas- 
saic River. It is the third city of the state, 
having a population of 51,000. The manu- 
factures of Paterson are very extensive and 
various. It has cotton mills, iron foundries, 
machine shops, silk factories, locomotive works, 
paper mills, linen goods, woolen factories, 
bleaching and dyeing establishments, manufac- 
tories of velvet, carpets, jute, engines, boilers, 
etc. The silk factories alone employ about 
8,000 persons, being the largest in the United 
States. The schools of the city are doing 
excellent work. 

Trenton is in Mercer County, on the Dela- 
ware River. It is the capital of the state. 
Trenton is an important center of vast manu- 
factures, having a number of extensive estab- 
lishments for iron and steel manufacturing. 
There are also woolen mills, fire-brick and terra- 
cotta works, rubl>er works, zinc works, etc. 
The leading industry, however, is the manu- 
facture of crockery and pottery. There is more 
of this ware made here than in all the rest of 
our country. The population of the city is 
about 30,000. The State Normal School is 
located here. 

OTHER PROMINENT CITIES AND TOWNS. 

(Eacli county teaclier choose such as she may tliink im- 
portant for the pupils of her scliool.) 

Newton, in Sussex County, is noted for its 
commerce. It also manufactures shoes, and 
has a foundry and machine shop. Here is the 
Newton Collegiate Institute. 

Passaic is in Passaic County, on the Passaic 
River. It has extensive print works, a woolen 
mill, a bleachery, n shoddy mill, a whip factory 
and a manufactorv of l)lankets. 



18 



Primary Geography of New Jersey. 



Phillipsburg, ill Warren County, has large 
factories for making boilers, locomotives, mow. 
ers and reapers. It also lias several iron 
foundries, machine shops and rolling mills. 
Iron ore and limestone are abundant in this 
vicinitj-. 

Belvidere, in AVarren County, is on tlie 
Delaware River. It lias ilouring mills, cotton 
mills, carriage factories, and a seminary for 
girls. The Pequest Creek furnishes abundant 
water-power. In the vicinity of the city are 
found iron ore, slate, limestone and manganese. 

Hacketistown is in Warren County, on the 
JIuseonetcong Eiver. It lias two flouring mills, 
an iron furnace, a foundry, a carriage factory, 
and is the seat of Centenary Collegiate Insti- 
tute (Methodist), for both sexes. 

Washington is in 'Warren County. It has 
several lumber yards and coal depots, and a 
manufactory of pianos and organs. 

MoRRiSTOVVN is in Morris County, and manu- 
factures carnages. It has one paper mill. The 
Speedwell Iron Works are liere; also a house 
occupied by General Washington during the 
Revolutionary War. 

Bloojifield, in Essex County, manufactures 
organs and woolen goods. The Mcrris Canal 
passes through the village. 

Orange, situated in Essex County, manu- 
factures hats, carriages, shoes, etc. Many busi- 
ness men of New York City have line residences 
here. 

Bayonne is situated in Hudson County. It 
is noted for color, paint and chemical works, 
petroleum refineries, and large shippings of coal 
to all parts of the country. 

Hoboken, in Hudson County, has extensive 
trade in coal. It is the starting-point of differ- 
ent Eurojiean steamships, and has several foun- 
dries, machine shops, and a- large lead pencil 
factory. Stevens Institute of Technology is 
situated here. 

HARRisON,situated in Hudson County, manu- 



factures oil-cloths, trunks, enameled cloths, 
wire thread, etc. Here is a Catholic Institute. 

Lambertville is situated in Hunterdon 
County. It has two paper mills, a cotton fac- 
tory, several flour mills, and rubber works. 
Also manufactures of rope and twine. 

Clinton is in Hunterdon County, on the 
South Branch of the Raritan River. Limestone 
is found here in great quantities. It has two 
flour mills. 

Frenchiown is in Hunterdon County, on 
the Delaware River. It has an iron foundry, a 
flour mill and three spoke factories. 

Somerville, county seat of Somerset County, 
manufactures bricks, carriages, sash and blinds, 
soap, shirts and shoes. 

Rahway, in Union County, manufactures 
carriages, clothing, shoes, printing ])resses, 
woolen goods, springs, axles and wheels. Many 
business men of New York reside here. 

Elizabeth, in Union County, manufactures 
hats, saws, mill machinery, stoves, harness, hard- 
ware, cordage, edge tools and combs. Here is 
the Singer Sewing Machine factory, which em- 
ploys about two thousand men. 

New Brunswick is situated in Middlesex 
County. Its manufactures are rubl)er goods, 
carpets, hosiery, shoes, paper hangings, harness, 
etc. The nibber works employ about two thou- 
sand o])eratives. Rutgers C!ollege, organized 
in 1771, is located here. 

Perth Amboy is situated in Middlesex 
County. Fire and other bricks are made here, 
white wire, drain jiijics and corks. Here, also, 
are large deposits of tire clay and kaolin. It 
has a good harbor accessible to all vessels. 

Keyport, in Monmouth County manufac- 
tures carriages. There is a large canning fac- 
tory here, though the oyster business and ship 
building are more extensively carried on. 

Princeton is situated in Mercer County, and 
is the seat of the College of New Jersey, founded 
in 1746, and the Presbvterian Theological Semi- 



Primary Geography of New Jersey. 



19 



nary, founded in 1813, It is also the scene of 
the battle of Princeton, fought in 177 T, between 
General "Washington and Colonel Mawhocid. 

Bed Bank is in Monmouth County, aud lia.^ 
an iron foundry, steam s:i\v mills and a lirusli 
factory. Oysters and tisli avc abuiulant. 

Beverly is situated in Burlington County. 
It manufactures oil-cloth, woolen goods and 
ropes. Here is a monument to soldiers who 
were killed in the Civil War. 

BoRDENTOWN is situated in Burlington 
County, Here are several iron foundries and 
machine shops. Also the Bordentown Female 
College, and the former residence of Joseph 
Bonaparte, brother of Napolcan I. 

Burlington, in Burlington County, manu- 
factures shoes. Hero are St, Mary's Hall, a 
seminary for girls, and the Burlington College, 
founded in 1816. 

Camden, in Camden County, is the terminus 
of many railroads. It manufactures large 
quantities of paints, dyes, fertilizers, machinery, 
sheet-metal goods, steel pens, stoves and oil- 
cloths. It has several iron foundries, woolen 
and cotton mills, ard a nickel refinery, 

Gloucester is situated in Camden County, 
It has terra-cotta and gas works, and manufac- 
tures cotton goods, ginghams, print cloths and 
calicoes, 

Hammonton is sitiiated in Atlantic County, 
Its manufactures are principally boots and 
shoes. Much fruit is cultivated here. 

Salem, of Salem County, has manufactories 
for glassware and oil-cloth, an iron foundry, 
two large flouring mills, and an establishment 
for canning fruit. 

Millville, in Cumberland County, has a 
cotton factory, and also manufactures glass bot- 
tles and other glassware. 

Bridgeton, situated in Cumberland County, 
has rolling mills, nail factories, glass works and 
iron foundries. Also manufactories for woolen 
goods, leather, machinery and carriages. Here 
is the South Jersey Institute. 



COUNTIES. 

There are twenty-one counties in the State of 
NeM' Jersey, 

Sussex County is in the northwest part of 
the State. It is bounded on the north by New 
York State, the east by Passaic County, south 
by Warren aud Morris Counties, west by Penn- 
sylvania. Area about 600 square miles. The 
surface is mostly hilly, there being several high 
ridges, the most important being the Blue 
Mountains, extending in a northeast and south- 
west direction through the western part of the 
county. The soil of the valleys is fertile. The 
staple products are, butter, hay, Indian corn, 
oats, rye and pork. In 1870 this county pro- 
duced over one million pounds of butter. The 
minerals found in the county are iron ore, zinc, 
slate and limestone. There is also a large de- 
posit of frankliuite. 'The Sussex and New 
Jersey Midland Railroads intersect the county. 
Population in 1870, 23,168. County seat, New- 
ton. 

Passaic County is in the northern part of 
the State. It is bounded on the north by New 
York State, east by Bergen County, south by 
Essex and Morris Counties, west by Sussex 
County, Area about 200 square miles. The 
surface is partly mountainous. The soil pro- 
duces hay, Indian corn, potatoes and other 
vegetables. Iron ore and limestone are among 
its minerals. The rivers of the county are the 
Passaic, Ramapo and Pequannock, There are 
in the county extensive manufactures of ma- 
chinery, silk goods, iron, etc. In 1S70 there 
was $3,60.5,784 worth of silk manufactured in 
the county. It is traversed by the Morris Canal, 
and the Erie, New Jersey Midland, and Mont- 
clair and Greenwood Lake Railroads, County 
seat. Paterson, Population in 1870, 46,416, 
In 1880, Paterson alone had 51,000, 

Bergen County is in the northeast part of 
the state. It is l)ounded on the north by New 
York State, east by Hudson River, south by 



20 



Primary Geography of New Jersey. 



Essex and Hudson Counties, west by Passaic 
County. Area about 300 square miles. The 
surface is mostly hilly or mountainous. In the 
eastern jjart of the county are the Palisades, 
extending along the bank of the Hudson. The 
soil in some parts is fertile; it })roduces Indian 
corn, }K)tatoes, hay, butter, etc. The rivers of 
the county are the Hackensack and Kamapo. 
The New York and Oswego Midland, Erie, and 
Northern New Jersey Kailroads intersect the 
county. Population in 1870, 30,132. County 
seat, Hackensack. 

Hudson County is in the northeast part of 
the state, being the smallest county in New 
Jersey. It is bounded on the north by Bergen 
County, east by Hudson River and New York 
Bay, south by Newark Bay, west by Bergen 
and Essex Counties. The surface is quite hilly. 
The Pennsylvania, Erie, Morris and Essex, New 
Jersey Central, and West Shore Railroads 
traverse the county. The river of the county is 
the Hackensack. Po])ulation in 1870, 129,067. 
County seat, Jersey City. 

Warren County is in the northwest part of 
the State. It is bounded on the north by Sus- 
sex County, east by Morris County, south by 
Hunterdon County, west by Pennsylvania. 
Area about 350 square miles. The surface is 
made up of fertile valleys and long parallel 
mountain ridges, called Blue Mountains and 
Jenny Jump Mountains, which extend north- 
east and southwest through the county. Here 
is the celebrated Delaware Water Gap prevdously 
mentioned. The rivers of the county are the 
Delaware, Musconetcong, Pohatcong, Pauliu's 
Kill and Pequest Creek. The products are 
Indian corn, wheat, oats, hay and butter. 
Among its mineral resources are limestone, 
iron ore and roofing slate. The county is inter- 
sected by the Morris Canal, the Morris and 
Essex, and the Belvidere Delaware Railroads. 
Population in 1870. 34,330. County seat, 
Belvidere. 



Morris County is north of the central part 
of the state. It is bounded on the north by 
Sussex and Passaic Counties, east by Essex and 
Union Counties, south by Hunterdon and Som- 
erset Counties, west by Warren Clounty. Area 
about 500 square miles. The surface is hilly. 
The soil is fertile. The farm products are 
Indian corn, hay, oats and butter. The hills 
are covered with large forests of oak, chestnut, 
hickory, etc. There are many rich iron mines 
in the county, and extensive manufactures of 
forged and rolled iron and nails. Limestone 
and marble are also found. The rivers of the 
county are the Pequannoek, Passaic, Musconet- 
cong, Raritan and Rockaway. Lake Hopatcong 
is in the western part, bordering on Sussex 
County. The railroads are Morris and Essex 
and branches. The Morris Canal also intersects 
the county. Population in 1870, 43,137. 
County seat, Morristown. 

Essex County is in the northeast part of 
the State. It is bounded on the north by 
Passaic County, east by Hudson and Bergen 
Counties, south by Union County, west by 
Morris County. Area about 150 square miles. 
Surface is partly level. First and Second 
Mountains, two high ridges, extend northeast 
and southwest through the central part of the 
county. The soil in some parts is fertile. The 
productions are hay, Indian corn, and vege- 
tables of all kinds. The Passaic River, forming 
the northpast and western boundary line of 
the county, affords a good water-power. This 
county is the most populous and most wealthy 
in the state. Many different kinds of manu- 
factures are here, as hats, caps, trunks, jewelry, 
saddlery hardware, celluloid, sewing machines, 
sewing thread, machinery, etc. The railroads 
are the Pennsylvania, New Jersey Central, 
Morris and Essex, Paterson and Newark, Erie 
and New York and Greenwood Lake. Newark, 
the largest city of the state, is the county seat. 
Population of the county in 1870, 143,839. 



Primary Geography of New Jersey. 



21 



Hunterdon County is in the western part 
of the state, a little north of the central |)art. 
It is bounded on the north hy Warren and 
Morris Counties, east by Somerset County, 
south by Mercer County, west by Pennsylva- 
nia. Area abont .")00 square miles. The sur- 
face is hilly or mountainous. The soil is mostly 
fertile. The stajile ]>roducts are Indian corn, 
oats, wheat, hay. butter and Hax. In 18?0. 
over a million bushels of corn were r.aised in this 
county. Quarries of limestone and freestone 
arc found in different parts of the county. The 
rivers are the Mnsconetc(mg, Delaware, L:im- 
ington and the South Branch of the Raritan. 
It is intersected by the Belvidere Delaware, 
Lehigh Valley, and New Jersey Central Rail- 
roads. Population in 1870, 30,063. County 
seat, Flemington. 

Somerset County is near the central part 
of the state. It is bounded on the north by 
Morris County, east by Union and Middlesex 
Counties, south by Mercer (bounty, west by 
Hunterdon County. Area about 340 square 
miles. The surface is partly hilly or mount- 
ainous and partly undulating. The soil is fer- 
tile. Oats, Indian corn, wheat, hay and butter 
are the staple products. Limestone is found in 
some parts of the county. The rivers are the 
Raritan, Passaic, Millstone, North and South 
Branches of the Raritan, Lamington and Bound 
Brook. The railroads are the New York and 
Philadeli)hia New Line, the Central of New 
Jersey, and the Lehigh Valley. The Delaware 
and Earitan Canal also intersects the county. 
Population in 1870, 23,510. County seat, Somer- 
viUe. 

L^NiON County is in the nortiieastern part 
of the state. It is bounded on the north by 
Essex County, east by Newark Bay and Staten 
Island Sound, south by Middlesex County, 
west by Somerset County. Area about 100 
square miles. The surface is nearly level, there 
being some hills in the northwestern p;irt. The 



soil is fertile. The productions are butter, hay, 
Indian corn and potatoes. The rivers of the 
county are the Passaic and Rahway. The Cen- 
tral Railroad of New Jersey, the Pennsylvania 
Railroad and the Delaware, Lackawanna and 
Western Railroad intersect the county. Popu- 
lation in 1870, 41,859. County seat, Eliza- 
beth. 

Middlesex County is near the central part 
of the state. It is bounded on the north by 
Union County, cast by Staten Island Sound, 
Raritan Bay and Monmouth County, south by 
Monmouth and Mercer Counties," west by Som- 
erset County. Area about 340 sc|uare miles. 
The surface is undulating. It has a sandy soil, 
most of which is fertile. The staple products 
are Indian corn, oats, hay, wheat and butter. 
Sandstone is found in some parts of the county. 
The rivers are the Raritan, Millstone and South 
Deep Run. The Cainden and Amboy, the 
Lehigh Valley and the New York Division of 
the Pennsylvania Railroad intersect this county. 
Population in 1870, 45,029. County seat, New 
Brunswick. 

Mercer County is in the western part of 
the state. It is bounded on tbe north by Hun- 
terdon, Somerset and .Middlesex Counties, east 
by Middlesex and Monmouth Counties, south 
bv Burlington County, west by Pennsylvania. 
Area about 300 square miles. The surface is 
undulating or nearly level. The soil is fertile. 
Indian corn, oats, wheat, hay, butter and pota- 
toes are the principal products. There are large 
forests of oak, hickory and chestnut. Quarries 
of red sandstone are found in diiferent i)arts of 
the county; also beds of tire clay, and letters' 
clay in large quantities. The rivers of the 
county are the Delaware, Millstone and Assan- 
pink Creek. The railroads are the Camden and 
Amboy, the Belvidere Delaware, and the Penn- 
sylvania. The Delaware and Raritan Canal also 
intersects. Poiiulation in 1870, 46,386. County 
seat, Trenton, which is also the state capital. 



22 



Primary Geography of New Jersey. 



Monmouth County is in the eastern part 
of the state. It is bounded on the north by 
Middlesex County and Raritan and Sandy Hook 
Bays, east by the Athmtic Ocean, south by 
Ocean County, west by Mercer and Burlington 
Counties. Area about 500 square miles. The 
surface is nearly level. The soil is partly sandy 
and mostly fertile. Indian corn, potatoes, 
wheat, oats, hay and butter are the staple pro- 
ducts. In 1870 over one million bushels of po- 
tatoes were raised Large beds of marl are found 
here. In this couuty are many celebrated water- 
ing-places, the whole eastern coast being one 
continuous sandy beach. The rivers are the 
Navesink and Manasquan. The railroads are 
the Central of New Jersey, the New Jersey 
Southern, and the Freehold and Jamcsburg. 
Population in 1870, 40,195. County scat, 
Freeliold. 

BuKLiNGTON CouNTY is soutli of the central 
])art of the state. It is bounded on the north- 
east by Monmoutli and Ocean Counties, south- 
west by Atlantic and Camden Counties, north- 
west by Pennsylvania and Mercer County. 
Area, about 735 square miles, reaching from 
the Delaware River to the Atlantic Ocean. The 
surface is quite level. The soil in the north- 
west is fertile, the other portions being covered 
with forests of pine and oak, etc. Marl is 
found liere in large (|uantities. The products 
are Indian corn, liay. wheat, potatoes, butter, 
oats and large quantities of vegetables. The 
rivers are the Delaware, Little Egg Harbor 
and Rancocus Creek. The railroads are the 
New Jersey Southern, the Camden and Amboy, 
and other short lines. Population in 1870, 
53,639. County seat, Mount Holly. 

Ocean County is in the soutlieastern jiart 
of the state. It is bounded on the north by 
Monmouth County, east and southeast by the 
Atlantic Ocean, west by Burlington County. 
Area about G50 square miles. The surface is 
nearly level, and is covered with forests of pine. 



The soil is sandy and fertile. Productions of 
the soil are Indian corn, potatoes, lumber and 
ci-anberries. Along the eastern border is a 
long lagoon (Barnegat Bay), which is separated 
from the ocean by a narrow sand-bank. The 
I'ivers of the county are Tom's and Cedar Creek. 
The railroads are the New Jersey Southern and 
the Tuckerton Railroad. Population in 1870, 
13,ti28. County seat, Tom's River. 

Camden County' is in the southwestern })art 
of the state. It is 1)oundod on the north by 
Pennsylvania and Burlington County, east by 
Burlington County, soutli l)y (iloueestcr 
County, west by Pennsylvania and Gloucester 
County. Area, about 250 sijuare miles. The 
surface is nearly level. The soil is fertile in the 
northwestern part. Indian corn, potatoes, 
sweet potatoes, large quantities of vegetables 
and strawberries are raised. Marl is in this 
county also. The rivers are Delaware, Great 
Egg Harbor, Cooper's and Big Timber Creeks. 
The railroads are the Camden and Atlantic, the 
Philadelphia and Atlantic, the New Jersey 
Southern, and the West Jersev. Population in 
1870, 4(5,193. Couuty seat, Camden. 

Atlantic County is in the southwestern 
jiart of the state. It is bounded on the north 
by Burliugt(ui County, east liy Atlantic Ocean, 
south by Cape May Couuty. west by Cumbei'- 
laud, Gloucester and Cauiden Counties. Area, 
about 600 si(uare miles. The surface is level; 
soil sandy and ratlicr poor. There are in the 
county extensive forests of small jiine trees. 
The rivers are the Little Egg Harbor and Great 
Egg Harbor. It is intersected by the Cam- 
den and Atlantic Railroad. Po])ulation in 187ii, 
14,093. County seat. May's Landing. 

Gloucester County is in the southwestern 
part of the state. It is bounded on the north 
by Pennsylvania and Camden Couuty, east by 
Athmtic County, south by Cumberland and 
Salem Counties, we*t by Pennsylvania and 
Salem County. Area, about 300 square miles. 



Primary Geography of New Jersey. 



2:^ 



The surface is nearly level, and partly covered 
with pine forests. The soil in the Northwest 
is very fertile. Indian corn, hay, wheat, sweet 
and Irish potatoes are the staple products. In 
1870, over 702,000 bushels of sweet potatoes 
were raised in this county. Here are found 
valualile l)eds of marl. The rivers are the Dela- 
ware, Big Timber Creek and Maurice. The 
railroads are West Jersey and two of its branches. 
Population in 1870, 21,502. County seat, 
Woodbury. 

Salem County is in the southwestern part 
of the state. It is bounded on the north by 
Gloucester County, east by Gloucester and 
Cumberland Counties, south by Cumberland 
County, west by Delaware. Area about 3'0 
square miles. The surface is level. The soil is 
somewhat sandy and mostly fertile. The staple 
products are Indian corn, wheat, hay, butter, 
Irish and sweet potatoes and grass seed. There 
are extensive deposits of marl in the county. 
The rivers are the Maurice, Delaware and the 
Muddy. It is also drained by Old Man's and 
Salem Creeks. Kailroad, the West Jersey. 
Population in 1870, 23,940. County seat, Salem. 

Cumberland County is in the southern 
part of the state. It is bounded on the north 
by Salem, Gloucester and Cape May Counties, 
south by Delaware Bay, west by Salem County 
and Delaware Bay. Area about 500 square 
miles. The surface is mostly level, and is cov- 
dere with forests of small pine trees. The pro- 
ducts of the soil, which is mostly sandy, are 
Indian corn, wheat, oats, hay and sweet pota- 
toes. The rivers are the Maurice and Cohanscy 
Creek. Population in 1870, 17,035. County 
seat, Bridgeton. 

Cape May County is in the extreme south- 
ern part of the state. It is bounded on the 
north by Atlantic County, east and south by 
the Atlantic Ocean, west by Delaware Bay and 
Cumberland County. Area about 240 square 
miles. The surface is level. The soil is allu- 



vial and partly sandy. Indian corn, wheat and 
grass are the staple products. It has valuable 
deposits of white cedar trees, which have proba- 
bly been buried for centuries, but are still sound. 
('ape May City, at the extreme southern point, 
is a celebrated watering-place. The county is 
intersected by the AVest Jersey Railroad. Popu- 
lation in 1870, 8,349. County seat, Cai>e May 
Court House. 

COUNTIES AND CITIES. 

County. County Seat. Productions of County. 

Atlantic May's Landing .Soil sandy, rather poor. 

Pine trees. 

Bergen Hackensack Corn, potatoes, hay, but- 
ter, etc. 

Burlington. -.Mount Holly Marl, vefjefables, hay, 

wheat and butter. 

Camden Camden Marl, istrawberrics, sweet 

potatoes, corn, etc. 

Cape May Cape May C. H..Cetlar, corn, wheat and 

grass. 

Cumberland . .Bridgetan . . .... Pine, sweet potatoes, oats, 

corn, wheat and hay. 

Essex Newark.. Vegetables, corn, hay, etc. 

Gloucester. . .Woodbury. . Sweet and Irisli potatoes, 

corn, etc. 

Hudson Jersey City .Iron ore, limestone and 

copper. 

Hunterdon . . . Fleinington Limestone. freestone,flax : 

Indian corn,othergrain. 

Mercer ..Trenton ..Grain, potatoe.s, butter. 

fire and potter's clay. 

Middlesex.. .New Brunswick. Grain, hay and butter; 

sandstone in some parts. 

Monmouth... Freehold Marl. Irish potatoes, hay, 

grain and butter. 

Morris. Morristown Oak, chestnut and hicko- 
ry trees, grain and iron. 

Ocean Tom's River Cranberries, grain, pota- 
toes and lumber. 

Passaic ..Paterson .Iron ore, limestone; corn. 

hay and potatoes. 

Saiein Salem Marl, grain, sweet pota- 
toes, hay, grass seeds. 

Somerset. ..Somer^-ille Grain, hay and butter; 

limestone, some copper. 

Sussex Newton Butter, grain, pork ; iron, 

zinc, slate, limestone. 

Union .... . . Elizabeth Butter, grain, hay, pota- 
toes, etc. 

Warren Belvidere Grain, hay and butter; 

limestone, iron ore, slate. 



Books of Reference for Teachers. 



A list of good books for a School Library, to be read in connection with the 
study of Geogi-aphy. 



The Standard Geographies and Geographical Readers. 

Children's Fairy Geography. 

Reading in Nature's Book. 

Seven Little Sisters, Atidrews. 

Each and All, Andrews. 

Little Lucy's Wonderful Globe, Yonge. 

The Children's Book, H. E. Scudder. 

Four-footed Lovers. 

Four Feet, Wings and Fins, Mrs. Maskell. 

Overhead: or What Harry and Nellie Saw in the Heavens. 

Underfoot: or What Harry and Nellie Saw of Earth's Treasures 

The World by the Fireside, Kirby. 

The Bodley Books, 6 Vols., H. E. Scudder. 

The Zigzag Journevs, 4 Vols., Bvtterworth. 

Wonders of the Deep. 

Our Young Folks Abroad, McCabe. 

Life and Her Children, Buckley. 

The Wonderland Library, G Vols. 

The Boy Travelers, 2 Vols. 

Drake's New England Coast. 

Stories of the Sea, Told by Sailors, Hale. 

Stories of Advekture, Told by Adventurers, Hale. 

Family Flights, 3 Vols., Hale. 

The Fairy-Land of Science, Buckley. 

Montieth's Popular Science. 

Primer of Physical Geography, Geikie. 

Primer of Geology. 



A Proposed Coursp: of Study 



IN 



GEOGRAPHY 



FOR 



Primary and Grammar Grades. 



A Proposed Course of Study in Geography for 
Primary and Grammar Grades. 



Year 


Year of 










_.., 


IK School. 


Geography 


Term. 


Subject. 


Details. 




Scooestioks. 


Third. 


First. 


First 5 


I. 


Form, size, parts. 




Have pupils observe, and tell in 






Months. 


School Room 


Position 01 objects. 
Direction, Distance. 
Position in liuiklinf;'. 
Plan of room. 

Points of compass. 

Boundaries of room. 

View from Windows : 
AND Water, Sunshine 
MOspnERE, sky, clouds, 
hail, snow, ico, heat, cold. 


Land 

At- 

rain, 

wind. 


answer to questions. Use ad- 
verbs of place. 

Measure by inches, feet and yards. 

Teacher tise blackboard: "pupils 
slates: pupils dictate. 

Start with east, where the sun 
rises. 

By conversations— questions and 
answers. Children to observe 
and not be told. 








11.- 


Form, size, parts, situation, di- 


Teach bv above \>]im. Let pupils 








School 


rections, distance. 




go and measure. Adjoining 








Grounds. 


Boundaries, streets. 

Plan. 

Surface : slope, soil, plants 




property. 
Draw plan from observation. 
Examine the soil. 



Third. ; First. 



Second 5 
Months. 



IIL 
City. 



IV. 
County. 



V. 
The Would 
AS a Whole. 



Vicinity of School. I 

Ward or District. j 

Streets, parks, public buildings, , 

dwellings, stores, factones. 
People, Business. I 

Surface : hills, valleys, plains, 

ponds, lakes, streams. 
City as a whole: Map; parts. 
Wards, streets, etc. Bound. 
All physical features. 
Surface, soil, jn-oducts. 
Business, manufactures. 

Government, etc. 

Study the same points in detail as 
suggested in work on City. 

All geographical forms found in 
County. 

All occupations, plants, pro- 
ducts, animals, etc. 

Form, motions, size, surface, 
hemispheres, continents, isl- 
ands, oceans, equator, poles. 



Teach all that pupDs can learn 

by observation. 
Parts of streets — horse cars,shade 

trees, gardens, fnut trees, etc. 
W!iy people have business — work 

is honoi-able. 
Use rnoidding table for children 
to represent geogi'aphical forms 
Draw j)ictures of same. 

Describe in language. 

Children bring in samples of 
manufactures. 

Draw maps "' to a scale," as 
'■ scale of 1 inch to the mile." 

Teach as far as |iossible from ob- 
sen'ation — supplement by in- 
formation gathered by diildren. 

Continue moulding, drawing, 
writing. 

Train the imagination. 

Use the globe — the pupils tell 
what they see on it — only a 
general idea is necessary — read 
interesting stories, as " Seven 
Little Sisters." 



A Proposed Course of Study ix Geography. — Continued. 



27 



Year 
IN School. 


Yeah op 
Geography 


Term. 


Subject. 


Details. 


SUGOESTIONS. 


Fourth. 


Second. 


First 5 
Months. 


VI. 
Continents. 

VII. 
North 

America. 

VIII. 
United 

States. 


Names, po.iition. 
Form, size (relative). 
Surface. 

Form, position. 

Outline, proiiiinoiit points, outer 
waters. 

Surface, two mountain systems, 
central plain, rivers, lakes. 

Countries 

Form, jKisilinn. 

Outline, prominent points. Divi- 
sion into States and Territo- 
ries. 

Groups of States. 


Only a general idea required, no 
details. 

Make comparisons — read •' Each 
and All," and other stories. 

Study it as a whole fir.5t. A gen- 
eral knowledge only. Teacli 
the names of prominent parts 
and features. Use moulding 
table. Draw pictures and map. 
Describe and write. 

Study it as a whole. Show the 
connection and relation to the 
continent and the world. 
While studying the parts, keep 
in mind the whole. 


Fourth. 


Second. 


Second 5 

Months. 


IX. 
New Jersey. 


Position in United States; in 
Middle Atlantic States. 

Form, extent, outline. 

Coast, projections, outer waters. 

Draw map. 

Boundaries : natural, artificial. 

Surface : mountain.s, plains, val- 
leys, rivers, lakes; soil, pro- 
ducts, mines, quarries, forests. 

Climate, vegetation, animals. 

People, Business, Railroads, 
Canals. 

Cities : capital, metropolis. 

Counties, Government, Educa- 
tion. 


Study its relation to the other 
States and the United States. 

Directions, distance^. 

Names of parts. Use wall maps. 
Make maps of putty, sand, 
clay. Children ;«o»W in sand: 
draw maps; make pictures to 
illustrate. Teach as much as 
possible from objects. 

Write descriptions. Names of 
important places. Facilities 
and advantages for business. 
Pupils tell how different kinds 
of business are carried on. 
Different kinds and uses of 
rivers. 


Fifth. 


Third. 


First 5 
Months. 


X. 

Middle 

Atlantic 

States. 


Review North America and 
United States. 

This group tir»t. 

As a whole, in .all characteristics. 

Boundaries, Map. 

Separate States. New York, 
New Jersey. Pennsylvania, 
Delaware, Maryland, Vir- 
ginia and West Virginia. 


Show connection of par! to whole. 

Follow plan and sulijects as 
treated above. Draw maps 
and bound states separately 
and in groups. Each state in 
detail, as in New Jersey, but 
not so minutely. Follow same 
general plan ; less details. 



N. B. — The chUd should first study his own state, and then the group of states of which it is a part. 



Fifth. 



Third. 



Second 5 
Months. 



XI. 
New Eng- 
land 
States. 

XII. 

South At- 
lantic and 
Gulf States. 



As a group. 

As separate States. Maine, 

New Hami'shire. Vermont, 
Massachusetts, Rhode Island, 
Connecticut. 

As a group. 

As separate States. North 
Carolina, South Carolina, 
Georgia, Florida, .\labama, 
Tennessee, Mississippi, Louis- 
iana, Arkansas. 



Follow pl.an above indicated, not 
so particidarly as our own 
states. Use judgment. 



Contrast the sections a« to char- 
acteristics, products, business, 
people, etc. Associate life 
with all subjects. Avoid dry 
detailed work. 



28 



A Proposed Course of Study in Geography. — Continued. 



Year 


Year of 








IN School. 


Geography: Term. 


Subject. 


Details. 


SnoGEsnoNS. 


Sixth. 


Fourth. I First .5 


XIII. 


As a group. 


Never fail to keep in viev,- the 






Months. 


Central 


As separate States. Ohio, In- 


relation of the groups to the 








States. 


diana, Illinois, Kentucky, 
Michigan, Wisconsin, JIinne- 
soTA. Iowa. Missouri. Nebras- 
ka, Kansas. 


whole. Make comparisons of 
the groups. Classiiy cities as 
manufacturing, commercial, 
railroad centres, mining cen- 








XIV. 


As a group. 


tres. Mark out areas for dif- 








Western 


As separate States. Texas, 


ferent products, as the "cotton 


• 






States 


Colorado, Nevada, Oregon. 


states." ett. Means and facili- 








AND 


California. 


ties for earning on commerce. 








Territories. 


Dakota. Montana, Idaho. Wash- 
ington. Wyoming, Utah, Ari- 
zona, New ".Mexico. Indian Ter- 
ritory. 


Adaptability of certain sections 
to business and wants of man. 
Natural advantages for loca- 
tion of cities. 



Seventh. 


Fifth. 


FikstS 


XV. 


REVIEW. 


Use large globe. Make maps of 






Months. 


Continents. 


The world as a whole. Circles, 
Latitude, Longitude, Zones, 
Temperature. Hemispheres. 
Relation of continents and 
oceans. 


putty, clay, sand. Write de- 
scriptions." journeys, letters, 
etc. Draw maps. R'ead travels, 
Arctic explorations, and other 
expeditions. History of names. 








XVI. 


Outline, surface, drainage, soil, 


as Hudson Bav. 








North 


mines, forests, products, ani- 


Make comparisons. Note differ- 








America. 


mals, climate. 
Countries, cities. 


ences. 
Constant appeal to the reason. 








XVII. 


As a whole. 


judgment and imagination of 








So. America. 


In detail. 


pupils. 








XYIU. 


Same. 










Europe. 







Seventh. 




Seoond 5 
Months, 



XIX. 

Asia, Africa 

AND 

Australia. 

XX. 

Oceans. 



By same plan. 

Teach any peculiarities. Society, 
governments, religions. 

As wholes and in parts. 



Compare each continent with 
every other. Teach points of 
history incidentally. 

Tributaries, currents, etc. 



T)ighth. 


Sixth, j First o 
1 Months. 


United 
States. 


In review. Special reference to 
the political and commercial 
geography. Separate countries 
and cities. 


Show how the physical geography 
underlies and' determines ail 
other conditions. 


Eighth. 


Sixth. 


Second 5 
Months. 


N. A., S. A. 

and 

Europe. 




Ninth. 


Seventh. 


First 5 
Months. 


Asia, Africa. 
Australia. 




Ninth. 


Seventh. 


Second .5 
Months. 


The World. 


Mathematical geography. 

Motions, circles, zones, climate, 
seasons, tides. Relation to 
solar system. Races, gov- 
ernments, religions. Unity 
of the whole. 


Problems on globe. Experiments. 
Observe phenomena of nature. 



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